Skip to content Skip to navigation

Engineering & Computer Science

Topic Image: 
Engineering and Computer Science
Date: 
Monday, October 24, 2016
Go to Course

Application and Fee Apply.

This course is offered through Worldview Stanford. Worldview Stanford is an innovative Stanford University initiative that creates interdisciplinary learning experiences for professionals to prepare them for the strategic challenges ahead.

COURSE DESCRIPTION

What's driving big data? We increasingly live our social, economic, and intellectual lives in the digital realm, enabled by new tools and technologies. These activities generate massive data sets, which in turn refine the tools. How will this co-evolution of technology and data reshape society more broadly?

Creating new knowledge and value: Big data changes what can be known about the world, transforming science, industries, and culture in the process. It reveals solutions to social problems and allows products and services to be even more targeted. Where will big data create the greatest sources of new understanding and new value?

Shifting power, security, and privacy: The promise of big data is accompanied by perils—in terms of control, privacy, security, reputation, and social and economic disruption. How will we manage these tradeoffs individually and in business, government, and civil society?

  • Synthesize expert opinions from researchers and Silicon Valley innovators to understand big data's opportunities and challenges. Balance the tradeoffs between individual privacy and security and social value.
  • Apply strategies for leveraging the potential of big data while managing potential vulnerabilities, both personally and organizationally.

FEATURED EXPERTS

Learn from a variety of sources and Stanford experts, including:

Lucy Bernholz, philanthropy, technology, and policy scholar at the Center on Philanthropy and Civil Society

Sharad Goel, computational scientist studying politics, media, and social networks

Jennifer Granick, attorney and director of Civil Liberties at the Stanford Center for Internet and Society

Michal Kosinsk, psychologist and computational scientist studying online and organizational behavior at Stanford Graduate School of Business

Margaret Levi, political scientist specializing in governance, trust, and legitimacy

John Mitchell, computer scientist, cybersecurity expert, and Vice Provost of Teaching and Learning

 

Big Data

View All Courses

Access learning material from upcoming, self-study, and completed courses...

Go to Course

Course Offered in Adaptive Mode, Enrollment Open

COURSE DESCRIPTION

Max is a powerful platform that accommodates and connects a wide variety of tools for sound, graphics, music and interactivity using a flexible patching and programming environment. Max allows most computer users to write a simple meaningful program within a few minutes, even with limited programming knowledge. But to do something more substantial it's necessary to approach Max as an actual programming language, by taking advantage of its various mechanisms for abstracting program elements into scalable, reusable components that can be combined in increasingly powerful ways.

This class will not cover every single capability of the language, but instead will focus on key concepts and mechanisms that will allow for tremendous new freedom and possibilities in Max. The class will touch upon:

• sound and movie playback
• sound synthesis
• sound and video effects processing
• algorithmic composition
• cross-modal mappings (e.g., video affecting audio and vice versa)
• interactive control (e.g., from QWERTY keyboard, mouse, USB devices, Open Sound Control)

Max programming, like most interesting topics, has deep aspects and shallow aspects. This course will largely focus on the deep aspects: principles, concepts, techniques, and theory. If you understand these underlying aspects, your capacity to create in Max will deepen exponentially.


At the same time, this is not just a theory class. You will also create your own projects using Max. This course will teach the minimum you need to start working on assignments, but mostly I will teach you how to learn or look up the shallow knowledge on your own using Max’s built-in documentation, the Internet, and the Kadenze course forum, as well as how to program your own tests that answer specific questions or reveal potential bugs. Working in this way, you will also develop essential skills and habits that will develop confidence and self-sufficiency, and serve you in the future.

Instructors

Matthew Wright, Technical Director of CCRMA

Dr. Matthew Wright is a media systems designer, improvising composer/musician, and computer music researcher.  He was the Musical Systems Designer at U.C. Berkeley's Center for New Music and Audio Technology (CNMAT) from 1993-2008, and is known for his promotion of the Sound Description Interchange Format (SDIF) and Open Sound Control (OSC) standards, as well as his work with real-time mapping of musical gestures to sound synthesis.  His dissertation at Stanford's Center for Computer Research in Music and Acoustics (CCRMA) concerned computer modeling of the perception of musical rhythm: "The Shape of an Instant: Measuring and Modeling Perceptual Attack Time with Probability Density Functions."  He spent one year as a visiting research fellow at the University of Victoria on the theme of "Computational Ethnomusicology" developing tools for analysis and visualization of detailed pitch and timing information from musical recordings.  He was the Research Director of UC Santa Barbara's Center for Research in Electronic Arts and Technology (CREATE) for eight years, where he taught classes, advised students, founded and directed the CREATE Ensemble dedicated to research and musical creation with technology in a live performance context, as well as being Principal Development Engineer for the AlloSphere, a 3-story full-surround immersive audiovisual instrument for scientific and artistic research. As a musician, he plays a variety of traditional plucked lutes, Afro-Brazilian percussion, and computer-based instruments of his own design, in both traditional music contexts and experimental new works.

Guest Lecturer

David Zicarelli

David Zicarelli is the founder and CEO of Cycling '74, a software company that maintains and develops the MAX graphical programming environment. The company introduced Max extensions for audio (MSP) in 1997 and video (Jitter) in 2001. Before starting Cycling '74, Zicarelli worked on Max and other interactive music software at Opcode Systems, Intelligent Music, and IRCAM, and earned a doctorate from the Stanford Program in Hearing and Speech Sciences.

Programming Max: Structuring Interactive Software for Digital Arts from KadenzeOfficial on Vimeo.

Programming Max Kadenze

View All Courses

Access learning material from upcoming, self-study, and completed courses...

Date: 
Thursday, November 19, 2015
Go to Course

Course Description

Today's vast amount of streaming and video conferencing on the Internet lacks one aspect of musical fun and that's what this course is about: high-quality, near-synchronous musical collaboration. Under the right conditions, the Internet can be used for ultra-low-latency, uncompressed sound transmission. The course teaches open-source (free) techniques for setting up city-to-city studio-to-studio audio links. Distributed rehearsing, production and split ensemble concerts are the goal. Setting up such links and debugging them requires knowledge of network protocols, network audio issues and some ear training.

Course Schedule

Session 1Basics And Setup 
Basics: Network protocols, audio signals + soundcards and network audio.
Session 2Jacktrip Application + Connection 
Things that go wrong with Jacktrip: Network & Audio. P2P Sessions and Multi-site setups.
Session 3Debugging 
Debug examples of typical problems.
Session 4Polish And Practice 
Polish techniques and spawn more practice sessions.
Session 5Future 
Future of the art and practice of network audio, alternative platforms for network audio.

Instructor

Chris Chafe

    Chris Chafe is a composer, improvisor and cellist, developing much of his music alongside computer-based research. He is Director of Stanford University's Center for Computer Research in Music and Acoustics (CCRMA). At IRCAM (Paris) and The Banff Centre (Alberta), he pursued methods for digital synthesis, music performance and real-time internet collaboration. CCRMA's SoundWIRE project involves live concertizing with musicians the world over. Online collaboration software including jacktrip and research into latency factors continue to evolve. An active performer either on the net or physically present, his music reaches audiences in dozens of countries and sometimes at novel venues. A simultaneous five-country concert was hosted at the United Nations in 2009. Chafe's works are available from Centaur Records and various online media. Gallery and museum music installations are into their second decade with "musifications" resulting from collaborations with artists, scientists and MD's. Recent work includes the Brain Stethoscope project, PolarTide for the 2013 Venice Biennale, Tomato Quintet for the transLife:media Festival at the National Art Museum of China and Sun Shot played by the horns of large ships in the port of St. Johns, Newfoundland.

    Requirements

    Equipment: Computer (Mac or Linux) with installation privileges 

    Software: ChucK, Jacktrip

     

    Online Jamming and Concert Technology

    View All Courses

    Access learning material from upcoming, self-study, and completed courses...

    Date: 
    Tuesday, November 3, 2015 to Tuesday, February 2, 2016
    Go to Course

    Course Description

    Today's vast amount of streaming and video conferencing on the Internet lacks one aspect of musical fun and that's what this course is about: high-quality, near-synchronous musical collaboration. Under the right conditions, the Internet can be used for ultra-low-latency, uncompressed sound transmission. The course teaches open-source (free) techniques for setting up city-to-city studio-to-studio audio links. Distributed rehearsing, production and split ensemble concerts are the goal. Setting up such links and debugging them requires knowledge of network protocols, network audio issues and some ear training.

    Course Schedule

    Course runs through November 3, 2015 - February 2, 2016

    Session 1Basics And Setup 
    Basics: Network protocols, audio signals + soundcards and network audio.
    Session 2Jacktrip Application + Connection 
    Things that go wrong with Jacktrip: Network & Audio. P2P Sessions and Multi-site setups.
    Session 3Debugging 
    Debug examples of typical problems.
    Session 4Polish And Practice 
    Polish techniques and spawn more practice sessions.
    Session 5Future 
    Future of the art and practice of network audio, alternative platforms for network audio.

    Instructor

    Chris Chafe

      Chris Chafe is a composer, improvisor and cellist, developing much of his music alongside computer-based research. He is Director of Stanford University's Center for Computer Research in Music and Acoustics (CCRMA). At IRCAM (Paris) and The Banff Centre (Alberta), he pursued methods for digital synthesis, music performance and real-time internet collaboration. CCRMA's SoundWIRE project involves live concertizing with musicians the world over. Online collaboration software including jacktrip and research into latency factors continue to evolve. An active performer either on the net or physically present, his music reaches audiences in dozens of countries and sometimes at novel venues. A simultaneous five-country concert was hosted at the United Nations in 2009. Chafe's works are available from Centaur Records and various online media. Gallery and museum music installations are into their second decade with "musifications" resulting from collaborations with artists, scientists and MD's. Recent work includes the Brain Stethoscope project, PolarTide for the 2013 Venice Biennale, Tomato Quintet for the transLife:media Festival at the National Art Museum of China and Sun Shot played by the horns of large ships in the port of St. Johns, Newfoundland.

      Requirements

      Equipment: Computer (Mac or Linux) with installation privileges 

      Software: ChucK, Jacktrip

       

      Online Jamming and Concert Technology

      View All Courses

      Access learning material from upcoming, self-study, and completed courses...

      Go to Course

      Fee and Application.

      This course is offered through the Stanford Center for Professional Development as part of the Stanford Advanced Computer Security Certificate.

      Applications may be submitted online at any time. Sample Application.

      OVERVIEW

      Network security is one of the most important computer science issues today. It helps businesses meet mandatory compliance regulations, protect customer data, and reduce the risk of legal action. Without a secure infrastructure and the expertise to remedy an issue, critical performance functions for users and computer programs may not be executable.

      This course covers the latest practices for building reliable and secure code to defend against various attack techniques, harmful viruses and threats.

      You Will Learn

      • Application security measures
      • How to identify operating system holes
      • The important interplay of privacy and digital rights management
      • Trends in malware, privacy and security for mobile devices
      • Ways to prevent network attacks and gaps in security policy

      RESOURCES

      Sample Course Syllabus: Network Security

      RECOMMENDED

      An equivalent of a BS in Computer Science and a background in security.
      It is also recommended that you start the certificate program with XACS101- Software Security Foundations. It provides fundamental knowledge needed for the subsequent curriculum.

      TUITION

      • $495 per online course
      • $75 one-time document fee

      QUESTIONS

      Call 650.741.1547 
or email scpd-acs-mail@stanford.edu

      CERTIFICATES 

      Stanford Advanced Computer Security Certificate

      Instructor(s): 
      Dan Boneh
      John Mitchell
      Network Security

      View All Courses

      Access learning material from upcoming, self-study, and completed courses...

      Date: 
      Saturday, March 28, 2015
      Go to Course

      This course is offered through Stanford Continuing Studies.

      Course Description

      More and more people are starting to tap into the barely touched opportunities of data. Supporting marketing campaigns with more market data, understanding and preventing product failures with real-time measures, retaining customers with detailed behavior monitoring, or fighting fraud with real-time analysis of hundreds of millions of transactions are among the many examples that demonstrate how pervasive data has become across all lines of business. After years of buzz and mixed results, data technology, management techniques, and processes have gained maturity. Data is now more readily accessible to everyone. In this online course, students will learn how to engage with data and discover concrete and actionable business intelligence techniques to gain immediate control of data and deliver accurate insights, manage change to drive project acceptance, and design lean and sustainable processes. The course will also include detailed case studies and feature expert guest speakers to provide invaluable and fascinating field experience. 

      Application and fee apply.

      Tame Big Data

      View All Courses

      Access learning material from upcoming, self-study, and completed courses...

      Date: 
      Friday, March 11, 2016
      Go to Course

      ABOUT PRINCIPLES OF COMPUTING

      This course is self-paced and is provided free of charge. There are no due dates, and course participants are welcome to work through as much or as little of the material as they wish. There is no instructor involved, and no credit, Statement of Accomplishment, or any type of verification or certification of completion is given. The course is simply here for people who want to learn more about computing.

      THE CONTENT

      Principles of Computing teaches the essential ideas of Computer Science for a zero-prior-experience audience. Computers can appear very complicated, but in reality, computers work within just a few, simple patterns. This course demystifies and brings those patterns to life, which is useful for anyone using computers today.

      Participants play and experiment with short bits of "computer code" to bring to life to the power and limitations of computers. Everything works within the browser, so there is no extra software to download or install. The course also provides a general background on computers today: what is a computer, what is hardware, what is software, what is the internet. No previous experience is required other than the ability to use a web browser.

      Topics:

      • The nature of computers and code, what they can and cannot do
      • How computer hardware works: chips, cpu, memory, disk
      • Necessary jargon: bits, bytes, megabytes, gigabytes
      • How software works: what is a program, what is "running"
      • How digital images work
      • Computer code: loops and logic
      • Big ideas: abstraction, logic, bugs
      • How structured data works
      • How the internet works: ip address, routing, ethernet, wi-fi
      • Computer security: viruses, trojans, and passwords, oh my!
      • Analog vs. digital
      • Digital media, images, sounds, video, compression

       

      REQUIREMENTS

      Zero computer experience is assumed beyond a basic ability to use a web browser.

      FREQUENTLY ASKED QUESTIONS

      Does this course require any software?

      No.

      Does this course offer a Statement of Accomplishment?

      No.

      Principles of Computing

      View All Courses

      Access learning material from upcoming, self-study, and completed courses...

      Date: 
      Monday, March 28, 2016
      Go to Course

      Overview

      Knowledge of sensors is fundamental for anyone in the field of engineering. This course is an essential introduction to the variety of sensors that are used in engineering practice. You will learn how to select and use sensors for laboratory experiments and final products.

      Introduction to Sensors gives a comprehensive overview of common practice and includes some indication of the directions in which sensor technologies are heading. This course will include a lecture demonstration of a representative sensor from each category to elucidate operating principles and typical performance.

      Instructors

      Topics Include

      • Basics of measurements
      • Emerging applications and technologies
      • Introduction to sensors, as transducers from physical parameters to signals
      • Principles for sensing displacement, force, pressure, acceleration, temperature, optical radiation, nuclear radiation
      • Sensor range, sensitivity, accuracy, repeatability, noise
      • Introduction to circuits typically used to calibrate and condition sensor signals, and improve their performance

      Units

      3.0 - 4.0

      Tuition & Fees

      For course tuition, reduced tuition (SCPD member companies and United States Armed forces), and fees, please click Tuition & Fees.

       

      Sensors

      View All Courses

      Access learning material from upcoming, self-study, and completed courses...

      Date: 
      Tuesday, March 29, 2016 to Friday, June 10, 2016
      Go to Course

      ABOUT THIS COURSE

      This interdisciplinary course encompasses the fields of rock mechanics, structural geology, earthquake seismology and petroleum engineering to address a wide range of geomechanical problems that arise during the exploitation of oil and gas reservoirs.

      The course considers key practical issues such as prediction of pore pressure, estimation of hydrocarbon column heights and fault seal potential, determination of optimally stable well trajectories, casing set points and mud weights, changes in reservoir performance during depletion, and production-induced faulting and subsidence. The first part of the course establishes the basic principles involved in a way that allows readers from different disciplinary backgrounds to understand the key concepts.

      The course is intended for geoscientists and engineers in the petroleum and geothermal industries, and for research scientists interested in stress measurements and their application to problems of faulting and fluid flow in the crust.

      RECOMMENDED BACKGROUND:

      Introductory Geology and Geophysics
      Familiarity with principles of drilling and petroleum production

      COURSE FORMAT:

      • 20, 90 minute lectures (in ~20 minute segments). 2 lectures will be made available each week, starting March 29, 2016.
      • Lecture 1 is a course overview to introduce students to the topics covered in the course. Lectures 2-17 follow 12 chapters of Dr. Zoback’s textbook, Reservoir Geomechanics (Cambridge University Press, 2007) with updated examples and applications. Lectures 18 and 19 are on topics related to geomechanical issues affecting shale gas and tight oil recovery. Lecture 20 is on the topic of managing the risk of triggered and induced seismicity.
      • 8 Homework assignments (and associated video modules) are intended to give students hands-on experience with a number of the topics addressed in the course.
      • The course grade will be based solely on homework assignments. There will be no quizzes or exams.
      • Homework assignments will be graded electronically and will consist of multiple choice and numerical entry responses.
      • There will be an online discussion forum where students can discuss the content of the course and ask questions of each other and the instructors.

      COURSE STAFF

      Dr. Mark D. Zoback

      Dr. Mark D. Zoback is the Benjamin M. Page Professor of Geophysics at Stanford University. Dr. Zoback conducts research on in situ stress, fault mechanics, and reservoir geomechanics with an emphasis on shale gas, tight gas and tight oil production. He was one of the principal investigators of the SAFOD project in which a scientific research well was successfully drilled through the San Andreas Fault at seismogenic depth. He is the author of a textbook entitled Reservoir Geomechanics published in 2007 by Cambridge University Press. He is the author/co-author of over 300 technical papers and holds five patents. He was the co-founder of GeoMechanics International in 1996, where he was Chairman of the Board until 2008. Dr. Zoback currently serves as a Senior Executive Adviser to Baker Hughes. Dr. Zoback has received a number of awards and honors, including the 2006 Emil Wiechert Medal of the German Geophysical Society and the 2008 Walter H. Bucher Medal of the American Geophysical Union. In 2011, he was elected to the U.S. National Academy of Engineering and in 2012 elected to Honorary Membership in the Society of Exploration Geophysicists. He is the 2013 recipient of the Louis Néel Medal, European Geosciences Union and named an Einstein Chair Professor of the Chinese Academy of Sciences. He recently served on the National Academy of Engineering committee investigating the Deepwater Horizon accident and the Secretary of Energy’s committee on shale gas development and environmental protection. He currently serves on a Canadian Council of Academies panel investigating the same topic. Dr. Zoback is currently serving on the National Academy of Sciences Advisory Board on drilling in the Gulf of Mexico.

      Fatemeh Rassouli, Graduate Teaching Assistant

      Fatemeh Rassouli is a 4th year Ph.D. student in the Stress and Crustal Mechanics research group in Stanford's Department of Geophysics. She runs a laboratory based research project studying time-dependent behavior of shale rock samples at reservoir stress and temperature conditions. Fatemeh completed her B.S. in Mining Engineering at University of Tehran, Iran, with honors in 2008. She also holds a master’s degree in Mining Engineering from University of Tehran and a master’s degree in Geophysics from Stanford University. Fatemeh was a visiting scholar at Tokai University and Toyota National College in Japan in 2010 and MIT in 2015. She currently collaborates with the Stanford Rock and Borehole Geophysics consortium.

      Noha Farghal, Graduate Teaching Assistant

      Noha Farghal is a 5th year PhD candidate in the Geophysics Department at Stanford University. She is a member of the Zoback Stress and Crustal Mechanics Group, working with Prof. Mark Zoback on identifying and characterizing faults and fracture networks in 3D seismic data from tight gas reservoirs. She graduated Summa Cum Laude in Physics from the American University in Cairo, Egypt, and holds a Master degree in Physics and a Master degree in Geophysics. Noha's teaching experience include 3D seismic processing (GP224 at Stanford), nuclear physics and solid state physics laboratories as well as scientific thinking courses.

      FREQUENTLY ASKED QUESTIONS

      Can I at least access the course materials, even if I can't take the course?

      Yes. All course material is archived and available for download for non-commercial purposes. To do so, register for the course.

      Will I receive a Statement of Accomplishment in this course?

      Yes. A Statement of Accomplishment will be given to those students who obtain more than 70% of the maximum points on the 8 homework assignments.

      Do I need to purchase a textbook for the course?

      While it is not required to purchase the Reservoir Geomechanics textbook for this course, it is recommended. Lectures 2-17 follow the 12 chapters of the book. The book provides significant additional detail and explanation of the course concepts. It is available through:
      Cambridge University Press:
      http://www.cambridge.org/us/academic/subjects/earth-and-environmental-science/applied-geoscience-petroleum-and-mining-geoscience/reservoir-geomechanics
      Amazon and Kindle:
      http://www.amazon.com/Reservoir-Geomechanics-Mark-D-Zoback/dp/0521146194

      Res Geomechanics Course Image

      View All Courses

      Access learning material from upcoming, self-study, and completed courses...

      Important Note: Course Postponed

      The latest offering of the course on General Game Playing is postponed. The next scheduled session will take place in the Spring of 2017.  
       
      Although the MOOC will not be running this Spring, materials will be made available on the website for the currently running Stanford version of the course. Just click on the link shown below.  The materials can be found via the links at the top of the page.  You should be able to access everything except the Piazza newsgroup. 
       
       

      About the Course

      General game players are computer systems able to play strategy games based solely on formal game descriptions supplied at "runtime".  (In other words, they don't know the rules until the game starts.)  Unlike specialized game players, such as Deep Blue, general game players cannot rely on algorithms designed in advance for specific games; they must discover such algorithms themselves.  General game playing expertise depends on intelligence on the part of the game player and not just intelligence of the programmer of the game player. 

      GGP is an interesting application in its own right.  It is intellectually engaging and more than a little fun.  But it is much more than that.  It provides a theoretical framework for modeling discrete dynamic systems and for defining rationality in a way that takes into account problem representation and complexities like incompleteness of information and resource bounds.  It has practical applications in areas where these features are important, e.g. in business and law.  More fundamentally, it raises questions about the nature of intelligence and serves as a laboratory in which to evaluate competing approaches to artificial intelligence.

      This course is an introduction to General Game Playing (GGP).  Students will get an introduction to the theory of General Game Playing and will learn how to create GGP programs capable of competing against other programs and humans.

      Recommended Background

      Students should be familiar with Symbolic Logic and should be able to read and understand program fragments written in a modern programming language.  This background is sufficient for understanding the presentation and for configuring players to compete in competitions (using software components provided by the instructors).  Students who wish to modify the standard components or who wish to build their own players also need the ability to develop programs on their own.  This latter ability is desirable but not required.

       

      General Game Playing

      View All Courses

      Access learning material from upcoming, self-study, and completed courses...

      Pages

      Subscribe to RSS - Engineering & Computer Science